A new UK Government took office on 11 May 2010. As a result the content on this site may not reflect current Government policy.
All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise.
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The Classroom Quality Standards for Gifted and Talented education: A subject focus is currently being used by schools and
teachers as a self-evaluation and improvement tool. Many local
authorities (LAs) have initiated pilot projects in volunteer schools to
trial effective approaches.

Working with Dyslexia Action, I CAN and ACER, the National Strategies have produced a number of resources to support the Inclusion Development Programme (IDP). The resources provide advice through web-based materials which include teaching and learning resources, training materials, video clips, guidance on effective classroom strategies and sources of more advice and training.

The National Strategies are currently working with the DCSF and National College for School Leadership (NCSL) to develop the Achievement for All project. It aims to improve the outcomes of all children and young people with special educational needs and disabilities (SEND).

From April 2009 the team leading the School Improvement Partners (SIP) programme for special schools and inclusion merged with the Special Educational Needs (SEN) team to ensure better alignment of shared strategies and associated programmes.

The National Strategies Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) team is currently working with the National Transition Support team, managed by the Council for Disabled Children, and the Childrens Health and Maternity Care Partnership.

The aim of this new resource is to support statutory assessment teams in local authorities (LAs) to assess the extent to which each requirement is being implemented, and to identify areas for further development.

The Lamb Inquiry, chaired by Brian Lamb, was set up to advise the Secretary of State on the most effective ways of increasing parental confidence in the Special Educational Needs (SEN) assessment process. It has been asked to consider a range of ways in which this can be achieved, before reporting to the Secretary of State in September 2009. The following are updates relating to specific areas of the Inquiry.

Two ITT providers, York and Manchester Metropolitan University, have
piloted the dyslexia, speech language and communication needs
resource. They are being joined by Birmingham University to pilot the
IDP autism spectrum resource in 200910.

A briefing for School Improvement Partners (SIPs) on the suite of secondary Core Plus English modules designed to support those schools with a development priority in English, followed by a series of questions SIPs can ask to support and challenge schools.

An overview of the Gaining Ground programme, explaining what participating secondary schools are entitled to by way of support, followed by a series of questions School Improvement Partners (SIPs) can ask schools during the improvement process.

A briefing for School Improvement Partners (SIPs) on the Masters in Teaching and Learning, showing eligibility criteria and admission times, listing useful sources of additional information about the qualification, and offering questions SIPs might ask about school awareness and readiness to support candidates.

A briefing for School Improvement Partners (SIPs) on the implementation of Assessing Pupils Progress (APP) in science at Key Stage 3 (KS3) science, followed by a series of questions SIPs can ask schools to assess their readiness to introduce the programme.

An overview of the What Works Well database of case studies, showing how School Improvement Partners (SIPs) can benefit from the lessons learned and success stories it contains, and suggesting ways SIPs can discuss the studies with headteachers.

News of a planned booklet for local authorities (LAs) and School Improvement Partners (SIPs) which will contain guidance on the progress of pupils with Special Educational Needs (SEN)/Learning Difficulties and Disabilities (LDD), followed by questions SIPs might ask about how the guidance can be implemented.

News of a booklet on planning a whole school approach to underachievement in gifted and talented pupils, followed by suggested questions School Improvement Partners (SIPs) might ask schools on their use of the guidance.

A guide to effective whole-school approaches to school attendance, a summary of how successful schools approach the problem, and a series of questions School Improvement Partners (SIPs) can ask schools to support and challenge their efforts in this area.

News of funding being made available for apprenticeships and the implications for School Improvement Partners (SIPs), followed by questions SIPs can ask schools to assess their readiness to support the apprenticeship programme.

200708 Attendance data: Attendance is at the highest level to date with the combined attendance figure standing at 92.71 per cent. On the other hand, levels of persistent absence have continued to decrease through the efforts of schools and local authorities (LAs).

The priorities set out for SEAL within the 2009-10 Annual Plan for
Behaviour, Attendance and SEAL are focused on embedding SEAL within
schools and across Children's Services. The aim is to demonstrate the
impact of SEAL on key programme outcomes and wider outcomes for
children.

The summary reports for anti-bullying (prompts) will continue to be
collected to inform progress reports to the behaviour programme board.
It is important that colleagues continue to ensure that the data for
the numbers of primary and secondary schools meeting the prompt is as
accurate as possible.

The DCSF agreed a target with the National Strategies by the end of the
financial year 200809 that 4454 participants would have taken part in
the Programme since its inception. Over 1170 participants have now been
successful in gaining the DCSF certificate and there are currently 2188
participants in active cluster groups.

Introduction to the AfL e-bulletin, which contains a message from the Chief
Advisor explaining the purpose of the newsletter and AfL, and a summary of
the aims of AfL for children, teachers, schools, parents and carers.

News of the production of a DVD designed to support School Improvement Partner (SIP) induction and training, and an announcement about the publication of an Electronic Professional Development (ePD) module for SIPs involved in evaluating school performance.

An overview of continuing professional development (CPD) for School Improvement Partners (SIPs) and how it will be devolved to local authorities (LAs), explaining plans for a structure combining electronic professional development (ePD) with theme days and published learning materials.

This leaflet provides information for pupils, parents, schools and local authorities about the 21st Century School pupil and parent guarantees that are proposed specifically for Gifted and Talented learners and their parents. Ref: 00125-2010PDF-EN-01
Publication date: March 2010

Introduction to the AfL e-bulletin, which contains a message from the Chief Advisor explaining the purpose of the newsletter and AfL, and a summary of the aims of AfL for children, teachers, schools, parents and carers.

Details of AfL news, summarising the assessment changes at Key Stage 3 from October 2009, which include the abolition of National Curriculum tests and how schools plan to deal with this. Contains links to teachernet and related areas of the QCDA site.

Explanation of how Assessment for Learning (AfL) works in practice, with an example from Northowram Primary School who took part in the Making Good Progress pilot, and Heathcote School who adopted Assessing Pupils' Progress (APP).